Pedagogical competence of primary school teachers

Među brojnim kompetencijama koje suvremeni učitelj mora posjedovati, pedagoška kompetencija iznimno je bitna sastavnica za kvalitetu odgojno obrazovnoga procesa. Pedagoški kompetentan učitelj treba posjedovati posebna pedagoška znanja i vještine, ali i osobine ličnosti potrebne za izgrađivanje odnosa s učenicima, roditeljima, kolegama te svim ostalim sudionicima odgojno - obrazovnog procesa. S ciljem istraživanja pedagoške kompetentnosti učitelja provedeno je istraživanje o pedagoškim kompetencijama učitelja na uzorku ispitanika 65 učitelja razredne nastave u deset osnovnih škola Osječko-baranjske županije u Republici Hrvatskoj te 75 učitelja razredne nastave u četrnaest devetogodišnjih osnovnih škola u Bosni i Hercegovini. To znači da je anketirano ukupno 140 učitelja primarnoga obrazovanja u 24 osnovne škole. Rezultati provedenog istraživanja pokazali su kako su ispitani učitelji svoje pedagoške kompetencije najviše stekli na fakultetu i u školi, a najmanje na neformalnim usavršavanjima. Također, učitelji su pedagoški kompetentni u svim područjima pedagoškoga djelovanja, a najviše u područjima utvrđivanja učenikova postignuća u školi, u području oblikovanja razrednoga ozračja, a najmanje u područjima izgradnje kurikuluma (školskoga kurikuluma, kurikuluma nastave i školskog podsustava). Također se pokazalo da se učitelji koji su studirali ili rade u RH ne osjećaju pedagoški kompetentnijima u svim područjima pedagoškoga djelovanja u odnosu na učitelje koji su primarno obrazovanje završili ili rade u BiH. Razlika ne postoji ni u zadovoljstvu informacijama o odgoju s obzirom jesu li fakultetsko obrazovanje završili u RH ili BiH. Također, razlika u doživljaju kompetentnosti ne postoji među učiteljima urbane i ruralne sredine te učiteljima s više ili manje godina radnog staža.Among the numerous competencies which contemporary teacher must possess, pedagogic competence is extremely important component for the quality of educational process. Pedagogical competent teacher should possess specia l education knowledge and skills, but also personality characteristics necessary to build relationships with students, parents, colleagues and all other participants of educational process. With the aim of exploring the pedagogical competence of teachers, the research on the pedagogical competence of teachers was conducted. The sample of 65 primary teachers at ten primary schools of Osijek - Baranja County in the Republic of Croatia, and 75 classroom teachers in fourteen nine-year primary schools in Bosnia and Herzegovina. This means that it has been surveyed a total of 140 teachers of primary education in 24 primary schools.The study has shown that most of surveyed teachers gained their pedagogical competences in college and school, and the least in infor mal trainings. Also, teachers are pedagogically competent in all areas of pedagogical activity, and the most competent are in areas of determining student achievement in school, in the area of designing classroom atmosphere, and the least in the areas of construction of the curriculum (school curriculum, teaching curriculum and school subsystems). It was also shown that teachers who have studied or work in the Republic of Croatia do not feel pedagogically more competent in all areas of pedagogical activity in relation to the teachers who have completed primary education or work in Bosnia and Herzegovina. There is no difference in satisfaction of information about education considering whether university education was completed in Croatia or Bosnia and Herzegovina. Also, the difference in the perception of competence does not exist among teachers in urban and rural as well as teachers with more or less years of service